Local District Central School Site Crisis Team Training October 19, - - PowerPoint PPT Presentation

Local District Central

School Site Crisis Team Training

October 19, 2013

Meeting Objectives

• Build capacity of school site crisis teams
• Build common language and practices when

responding to crises as outlined in the new LAUSD Bul-5800.0 Crisis Preparedness, Response and Recovery

• Increase knowledge on school site responsibilities

pertaining to suicide assessment and threat assessment and management

HOW DO YOU HELP STUDENTS FEEL SAFE AT YOUR SCHOOL?

What is iStar

• Incident System Tracking Accountability Report

BULLETIN -5269. 2

• The District-wide electronic tool to report and

document incidents involving:

• Students, employees or the school community
• Incidents that occur on or near District schools

and sites

• Submit incidents of a critical or serious nature as

soon as possible the same day.

• Submit less serious incidents within 24 hours.

Documenting an Incident in ISTAR

 Incident #  Issue Type  Persons Involved  Incident Summary- Thorough and concise  Injury/Illness (conditional tab)  Risk Assessment Referral Data-RARD (conditional tab)  Updates and Notifications

Mandatory Reporting of Child Abuse

• The IST

STAR AR reporting system does not substitute or replace other specific forms required to comply with legal requirements or

• ther District mandates, including but not

limited to filing suspected child abuse and neglect reports, or notifying law enforcement

• f criminal activity or filing police reports.
• An ISTAR

AR relating to the incident only and not the details of suspected child abuse information must be completed and submitted.

Submit iSTAR or CALL!

• Submit the report immediately! – Or call ESC

Operations Coordinator immediately!

• You can always update the information.
• Call your Operations Coordinator if you have any
• questions. We are here to help!

Name that Issue…

Three girls are found behind an emergency bin consuming alcohol from a Gatorade bottle. All are

• incoherent. Paramedics

are called. All are transported to the hospital.

A student reports that he is done with his

• life. Nothing matters

and states “what’s the point…last night, I took some pills.” (suicidal behavior/ideation injury).

A student lunges towards a teacher and shouts “I’m going to kill you!”

A male student is pushed up against a wall by a female student. She gropes him and kisses him

• n the lips.

Girl A passes by Girl B and calls her a bad

• name. Girl B turns

around and punches her in the face. They get into a fight.

A girl sends nude pictures

• f herself to her boyfriend

via text. He then shares the pictures with his closest friends via text. The pictures go viral. Many students begin to tease and make fun of the

• girl. They also call very

inappropriate names.

Reminders

 Remember to contact your Operations Coordinator if you need assistance completing iStars.  Your LD Mental Health Team is available to answer mental health related questions:  Joel Cisneros, LCSW (213) 241-2612  Veronica Real, LCSW (213) 241-3906  Gustavo Sagredo, LCSW (213) 241-8689

What is a school crisis

• A sudden, unexpected, or unanticipated critical incident

that disrupts the school day

• May interfere with teaching, learning, attendance,

and/or behavior

• Students, parents/guardians, staff, or other community

members may experience crisis differently

• Can affect a single school site or an entire district

Why respond to school crises

Providing effective crisis management and interventions can:

• mitigate negative social-emotional

consequences

• reduce the period of school disruption
• restore safety and security to the school

community to promote attendance, academic achievement, and wellness

District Employee Responsibilities

All District employees are expected to:

• Adhere to the CPRR policy
• Respond to crisis incidents

Crisis Preparedness, Response and Recovery

• Attachment A: Multi-tiered Crisis Response Flow Chart
• Attachment B: School Site Crisis Team Chart
• Attachment C: School Site Crisis Response Action Plan Checklist
• Attachment D: Communication with Staff, Students, Parents/Guardians
• Attachment E: Collaboration with Law Enforcement When a School Becomes a

Crime Scene or Closed Area

• Attachment F: Collaboration with Office of Communications
• Attachment G: Crisis Counseling Referral Form
• Attachment H: Student Sign-in Sheet
• Attachment I: Confidential Crisis Counseling Log
• Attachment J: Crisis Team Members/Responders Sign-in Sheet
• Attachment K: Parent Authorization for Release/Exchange of Information
• Attachment L: Crisis Management Spreadsheet Template (excel spreadsheet

template on http://ccis.lausd.net

• Attachment M: Local District Crisis Team List Template

Case Scenario

Upon return to work Monday morning you receive a call from your LD Operations Administrator. You learn that Edward, one of your students and his mother, a clerical assistant at your school, died in a car accident that

• ccurred over the weekend.

Let’s Practice

• Edward was driving with his mother and two younger

siblings Friday night when another vehicle ran a red light and crashed into their car

• Edward’s two younger siblings survived the accident and

are in stable condition

• Edward’s aunt notified the school Principal about the

accident

• Edward has two cousins that attend a nearby middle

school

• Edward’s mother was a clerical assistant at the school

for the past 15 years

Let’s Practice

1. What are your first steps upon arriving to the school? 2. What variables should you pay attention to? 3. What are your thoughts about short and long term recovery?

Reference Attachment D to formulate your response

General Information on Suicide

• It is the 2nd leading cause of death for youth

aged 10-24 in the US

• Males are 4x’s as likely to die by suicide as

females

• Females attempt suicide 3x’s as often as males
• For every young person who dies by suicide,

between 100-200 attempt suicide

• Suicide is preventable

Addressing Suicide In Our Schools

BUL-2637.1 Suicide Prevention, Intervention & Postvention (Students)

Protocol for Responding to Students at Risk for Suicide/Self-Injury (Attachment A)

Suicide Risk Assessment (Attachment B)

Asking The Question

• Do you want to kill yourself?
• Do you have a plan?
• Do you know when you would be carrying out

that plan?

• Do you have access to that plan?

No-Harm Contract Safety Plan

vs

Recognizing the Warning Signs Internal Coping Strategies Social Contacts Professional Contacts Means Restrictions

Safety Planning Steps

Recognizing the Warning Signs

Thoughts Images Thinking style Mood Behavior

Means Restriction

✔ Safety storing or discarding ✔ Firearm safety ✔ Designating a responsible person to restrict access to means

Identify coping strategies Asses likelihood of using strategies Identify barriers and problem solving

Internal Coping Strategies

Social Contacts

• Sources of support
• Assistance in coping with

the crisis

• Serve as distractions
• Someone close to the

student

• The safety plan will be

shared with the identified social contact

Professional and Agency Contacts

• Identifying help
• Seeking help
• If in treatment, therapist is included
• Suicide Prevention Lifeline:
• 800. 279. 8255 (TALK)

Increasing Students Motivation

• Have student identify

the most helpful part of the plan

• Role play
• Give copy to student
• Discuss how the safety

plan will be retrieved

Threat Assessment

Threat Assessment has been referred to as the “missing link” in violence prevention. It is the process of deliberately trying to connect the dots or data that paints the picture that someone is moving on a pathway towards serious violence before the violent act occurs.

No one just snaps…

• “Serious violence is an evolutionary process:

no one just snaps!”

• Even though some rare acts of serious school

violence are not pre-planned, arriving at the point of committing the act is still an evolutionary process.

“The biggest problem in the aftermath of high- profile school violence was originally thought to be overreacting but experience dictates that the biggest problem is actually under reaction to

• ften blatant indicators that a student is moving
• n a pathway to serious violence”.

Overreaction vs. Under Reaction

“The pathway to serious violence is not a straight line. Instead, it is met with peaks and valleys.”

“Empty Vessels” In many cases of serious youth violence the student did not have a “healthy connection” with a “mature adult”. When this is the case, the question we ask in Threat Assessment is: “What are they filling themselves with?”

“Empty Vessels”

Have eyes to see things we do not see.

We often find evidence of planning in three key areas:

1) Locker at school (as well as, backpack, desk, car) 2) Bedroom at home (referred to as the “bedroom dynamic”). 3) Technology (cell phone, computer).

Violent ideation Violent books Violent movies Violent video games Violent internet searches Violent music Violent peers, etc.

“Empty Vessel”

Protocol for Responding to School Violence & Threats

• Secure campus and office safety
• Notify, as appropriate
• Investigate
• Convene a threat assessment team
• Assess for risk to self or others
• Report suspected child abuse
• Determine appropriate action plan, including a re-

entry plan

• Provide resources
• Monitor and manage
• Document all actions